DLP For Feminist Approach

Republic of the Philippines
Department of Education
Region VIII
Schools Division of Calbayog City
CALBAYOG CITY NATIONAL HIGH SCHOOL
School Calbayog City National High Grade Level 10

School
Teacher Learning Area English

Time and date March 12 2024 Quarter 3rd Quarter
(Tuesday) Week 4
Grade 10-Punongbayan 8:15 -
9:15
Grade 10-Padolina 10:30 –
11:30
Grade 10-OHSP 3:00 - 4:00
(Every Thursday)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature

and other text types serve as sources of wisdom in expressing and
resolving conflicts among individuals, groups and nature; also how
to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
B. Performance Standards The learner transfers learning by: showing ways of asserting one’s
identity; comprehending informative and short narrative texts using
schema and appropriate listening and viewing strategies;
expressing ideas, opinions, and feelings through various formats;
and enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past and past
perfect tenses and connectors correctly and appropriately.
MELC 3: Compose an independent critique of a chosen selection.

C. Learning
EN10WC-IIIg-14
Competencies/Objectiv
es At the end of the lessons, the students are expected to:
1. Determine Feminist Approach
2. Analyze a literary text using Feminist Approach; and
3. Critique a literary text applying feminist Approach
II. CONTENT Critiquing Literary Selection: Feminist Approach

Region VIII
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Most Essential Learning Skills in English 10- Quarter 3
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
B. Other Learning Slide deck presentation, monitor/television

resources Feminist approach (slideshare.net)
IV. PROCEDURES
Teacher’s Activity Learner’s Activity
PRELIMINARY ACTIVITIES Prayer

Before we begin our discussion, let
us first ask the guidance of
almighty God and to enlighten our
mind to completely understand the
topic this morning.
Let us put ourselves in the
Would you please lead the prayer? holy presence of the
Lord……
(the students recite the
prayer)
Greetings
Good morning, everyone! How’s
Region VIII
our day so far?

Good morning, Ma’am.
That’s good to know. We’re doing great!
Classroom Management
Before anything else, Class, please (The students will arrange
arrange your seats properly and their seats and pick up the
pick up the pieces of paper under pieces of paper under their
it. chairs.)
“GREEN HEART/LUNTIANG
PUSO”
Why is it important to live in a clean For it allows us to move

environment? freely and participates
Brilliant! actively.
How can we maintain cleanliness? By starting in within our

Excellent! premise; picking the pieces
of paper under our chairs
and practice waste
segregation.
Classroom Attendance
Who’s absent in our class today? No one is absent Ma’am.
Very good!
Today, we will be dealing with a

A. Reviewing previous
new lesson. But before we go
lesson or presenting through with our discussion, let us
the new lesson watch and listen to the song ‘Run
the World’ by Beyonce. Questions
will be given afterwards.
Region VIII
‘Run the World’

Girls, we run this mutha (yeah)
Girls, we run this mutha, girls
Who run the world? Girls (girls)
(3x)
Who run this mutha? Girls (4x)
Who run the world? Girls (girls)
(3x)
Some of them men think they freak
this
Like we do, but no they don't
Make your check, come at they
neck
Disrespect us, no they won't
Boy, don't even try to touch this
(touch this)
Boy, this beat is crazy (crazy)
This is how they made me (made
me)
Houston, Texas, baby
This goes out to all my girls
That's in the club rocking the latest
Who will buy it for themselves and
get more money later
I think I need a barber (barber)
None of these niggas can fade me
(fade me)
I'm so good with this, I remind you,
I'm so hood with this
Boy, I'm just playing
Come here, baby
Hope you still like me, F you, pay
me
My persuasion
Can build a nation
Endless power
With our love we can devour
You'll do anything for me
Region VIII
It's hot up in here, DJ, don't be

scared to run this, run this back
I'm repping for the girls who taking
over the world
Help me raise a glass for the
college grads
41' Rollie to let you know what time
it is, check
You can't hold me (you can't hold
me)
I work my nine to five, better cut
my check
This goes out to all the women
getting it in, you on your grind
To all the men that respect what I
do, please accept my shine
Boy, you know you love it
How we smart enough to make
these millions
Strong enough to bear the children
(children)
Then get back to business
See, you better not play me (me)
Oh, come here, baby
Hope you still like me
F you, pay me
Questions:
1. What is the central
message or theme of the
song?
2. How does the song

challenge or reinforce
traditional gender roles and
stereotypes?
(answers may vary)
3. Does the song address
intersectionality by
considering factors such as
race, class, and sexuality in
Region VIII
relation to feminism?
4. How the lyrics and music of

‘Run the World’ do reflects
broader societal attitudes
towards women and
feminism?
What do you think is the

connection of our activity to our
topic for today? Let’s Find out!
B. Establishing a purpose Everyone, kindly read our

for the lesson objectives for today.
At the end of the lesson, students

are expected to;
1. Determine Feminist
Approach (The students will read the
2. Analyze a literary text using objectives aloud)
Feminist Approach; and

3. Critique a literary text
applying feminist Approach
C. Presenting Going back to the song that you The song talks about women
examples/instances of have listened earlier, what are the empowerment.
the new lesson things that you have observed?
The song has a deeper
Very Good!
message that relates to a
long-running social and
political discussion regarding
gender inequalities
Region VIII
These observations that you have,

has something to do with the
Fourth Approach that we are about
to discuss in this meeting.
D. Discussing new Everybody kindly read the

concepts and definition of Feminist Approach.
practicing new skills #1
Moralistic Approach
 Feminist approach is
concerned with “the
ways in which
literature reinforce or
undermine the
economic, political,
social, and
(the students will read the
psychological
text aloud)
oppression of
women”
 It is the result of the
‘women’s movement’
of 1960s.
 This movement
demanded equal
rights and
opportunities for
women in education,
work place, politics,
and voting rights.
Region VIII
Proponent/s of the Feminism

Everybody kindly read.
Simone de Beauvoir and Virginia
Woolf
- Beauvoir asserted that (the students will read the
women are as capable of text aloud)
choice as men, and thus
can choose to evaluate
themselves, and Woolf
wrote many books and
articles about gender
apartheid during her life.
Three Underlying Assumptions

in this approach are:
 Western society is a
pervasively patriarchal, male
centered and controlled, and
is organized in such a way
as to subordinate women;
 The concept of gender is
socially constructed, not
biologically determined; and
 Patriarchal ideology
pervades those writings
which have been considered
“great works of literature.”
E. Developing mastery Activity 2: Let’s Analyze

(leads to formative
assessment 3 At this juncture, we will have an
Region VIII
activity. Here is the direction. Kindly

read.
Directions: Read, observe, and

analyse the short story “A story of (the students will read the
an Hour” by Kate Chopin applying text aloud)
the Feminist Approach.
You may starts now.
Let your classmate check and

evaluates your work. (the activity will commence)
Great work everyone! Give

yourselves a round of applause.
F. Finding practical Activity 3

applications of
concepts and skills in Everybody kindly read the
daily living direction.
Direction: Research for one literary

text that you can analyse using the
Feminist Approach. The rubric is
given below.
(the activity will commence)
(attach rubric)
G. Making generalizations Again, how do we define Feminist An approach that is

Region VIII
and abstractions about Approach? concerned with “the ways in

the lesson Yes, very good! which literature reinforce or
undermine the economic,
political, social, and
psychological oppression of
women”
Who are the two mentioned Simone de Beauvoir and

proponents of Feminist Approach? Virginia Woolf
Brilliant. That’s correct!
I assume that you are now ready

for a quiz. Kindly keep your notes
and get 1/4 lengthwise.
H. Evaluate learning Everyone kindly read the

instructions.
Direction: Choose what literary

approach is best used for each
literary text.
I. Additional activities for

application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
Region VIII
formative assessment
B. No. of learners who

require additional
activities to
remediation
C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material did I
use/discover which I
wish to share with
other teachers?

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Republic of the Philippines

School Calbayog City National High Grade Level 10

Teacher Learning Area English

A. Content Standards The learner demonstrates understanding of how world literature

MELC 3: Compose an independent critique of a chosen selection.

II. CONTENT Critiquing Literary Selection: Feminist Approach

B. Other Learning Slide deck presentation, monitor/television

PRELIMINARY ACTIVITIES Prayer

our day so far?

Why is it important to live in a clean For it allows us to move

How can we maintain cleanliness? By starting in within our

Today, we will be dealing with a

‘Run the World’

It's hot up in here, DJ, don't be

2. How does the song

4. How the lyrics and music of

What do you think is the

B. Establishing a purpose Everyone, kindly read our

At the end of the lesson, students

Feminist Approach; and

These observations that you have,

D. Discussing new Everybody kindly read the

Proponent/s of the Feminism

Three Underlying Assumptions

E. Developing mastery Activity 2: Let’s Analyze

activity. Here is the direction. Kindly

Directions: Read, observe, and

You may starts now.

Let your classmate check and

Great work everyone! Give

F. Finding practical Activity 3

Direction: Research for one literary

G. Making generalizations Again, how do we define Feminist An approach that is

and abstractions about Approach? concerned with “the ways in

Who are the two mentioned Simone de Beauvoir and

I assume that you are now ready

H. Evaluate learning Everyone kindly read the

Direction: Choose what literary

I. Additional activities for

B. No. of learners who

C. Did the remedial

D. No. of learners who

F. What difficulties did I

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